After class on Friday, I had an email from a student saying, “Just wanted to give some feedback on the first discussion session and hopefully get more of an idea of what your looking for.” The sentiments expressed in the email were echoed by a few other students after class, so I thought it could be useful if I made my reflections on the email more public (with the student’s consent). [more]
An interesting series of tweets from Joe Luger found it’s way into my feed, and I thought it was worthwhile enough that I’d kinda quote/paraphrase/reformat it here (as a means of elaborating it (aiding my own learning). The rest of this is pretty much verbatim from Twitter …
Learning requires memorization first learning takes memory. In order to learn a skill or set of information, its components must be memorized on the most basic level. [more]
This post is based on the chapter:
Hintikka J. (1991) Plato on knowing how, knowing that, and knowing what. In: Knowledge and the known. The new synthese historical library (Texts and studies in the history of philosophy), vol 11. Springer, Dordrecht
Episteme, for the Greeks, “meant something not quite identical to our ‘knowledge’ …. episteme could mean both knowledge and skill, know that and knowing how.” (p. 31). In this way it is close to the work techne that did mean ‘skill’. [more]

Management in dynamic contexts (MGMT 300)

Strategic Management (BUSINESS 304)

Qualitative research methods (BUSINESS 705)

I am a teacher and lecturer at the University of Auckland, where my main teaching and research activity is in the field of strategy. I am particularly interested in Strategy-as-practice (a practice-based view of strategy), Professional service firms, especially engineering firms, and Innovation as strategy, especially technology roadmapping (TRM).
My consulting activity is focused on strategy for high-technology firms.
I my spare time, I can be found enjoying running, and drinking coffee. [more]